Date of Award


Degree Type


Degree Name

Master of Arts (MA)




E. S. Rogers




The following paper examines the Canadian Indian educational system, viewing it as a method of directed acculturation and assessing its results. Both the historical and contemporary scene are examined in detail. The former begins with European contact, tracing the establishment of missions, schools, teachers, and curriculum through the French, British and Canadian period until 1960. The latter section is divided into two parts -- an overall picture of Canadian Indian education today, and a detailed, province by province, description of the contemporary situation. Such topics are enrolment, teacher, curriculum, Indian Studies programs, adult education and occupational and vocational training are enumerated. Unfortunately, many of t he problems prevalent over a century ago such as unqualified teachers, inadequate curriculum, lack of student motivation and large dropout rates still remain unsolved today. The findings of the study clearly indicate that a positive force for acculturation of the Indians, the educational system imposed upon them has not brought about the anticipated results. The future will continue as in the past unless educators and administrators begin to seriously consider the Indians' thoughts and feelings on formal education.

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